Formação continuada com professores do atendimento educacional especializado para práticas pedagógicas inclusivas no contexto da deficiência intelectual

Abstract

The training of educators who work in Specialized Educational Assistance - AEE is considered an indispensable element for the success of Inclusive Education. Therefore, such professionals need consistent, specific, and continuous training to work with the specificities that their profession requires, so that they can promote the development of new learning routes for their students. Based on this assumption, we defend the following thesis: participation in training meetings can establish processes of collaborative studies and learning in everyday school life in the possibility of favoring the inclusion of students with Intellectual Disability. Therefore, we define the general objective: to analyze the training path built from collaborative planning with educators who work in the AEE, who participate in the GEAA, to favor inclusive pedagogical practices with students with Intellectual Disabilities. Seeking to make this objective concrete, we outline the following specific objectives: to investigate the continuing education practices offered to educators who work in the AEE aimed at the inclusion of students with ID; investigate advances, challenges and perspectives regarding the development of planning and execution of activities aimed at students with ID; to develop in-service and collaborative continuous training based on the training needs of teachers in the AEE based on the use of the virtual portfolio as a training and research strategy in the context of the GEAA, and to analyze the contribution to the inclusive pedagogical practice of collective spaces for reflection developed in the training course in a virtual learning environment. In the methodological path, we worked with qualitative, descriptive and analytical aspects, supported by a collaborative research, carried out through training meetings in online format, totaling 80 hours of study, divided into 10 modules with theoretical/practical activities synchronous and asynchronous, whose themes were selected in collaboration with the Study Group Learning to Learn – GEAA, composed of 22 educators who work in the AEE, located in the Seridó region of Rio Grande do Norte. The instruments used for data collection were the initial and final questionnaires, GEAA memory notebooks and virtual portfolios constructed by the course participants. The collected data were analyzed from studies by Imbernón (2009, 2010), Nóvoa, (1992, 1995, 2001, 2002, 2005, 2011), Baptista (2009, 2011, 2019), Hegarty, (2003); Martins (2021) and others that allowed us to identify that collaborative activities, such as: socialization and exchanges of successful experiences and moments of interaction in the group contributed to the improvement of educators' pedagogical practices, so that they identified that reflection-action -reflection in collaboration with peers has become a differential in their pedagogical work. Finally, we emphasize that the training activities developed helped the course participants to identify their weaknesses in theoretical and practical knowledge and, collaboratively, they also realized that the feeling of incompleteness directs them to the perception that they need to have access to training paths directed to their needs and experiences.